9/21/11
The grade group discussed the students who were performing well in their classes and students who are chronically late/absent (two students have medical issues, one student has a history of being absent). Ms. Tuff and Mr. Alvarez considered the idea of assigning a dual paper that would stem across both subjects.
The grade group briefly discussed the proposed idea of class sponsorship distributed to grade groups, and we came to the conclusion that the 11th grade and 12th grade team would hold not only a lot of planning responsibility, but financial responsibility as well (i.e. prom) compared to the 9th and 10th grade groups.
9/8/2011
Discussed expectations and acceptable behavior for the year. Anticipating needs that need to be addressed with students. Took steps towards unifying grade group focus (writing/assessments/differentiated learning).
5/24/11
Well Ms. Lee did Mr. Batkie share his good news? I am so happy to read that you want to make the math and science connection via collaboration..I really would like to see this happen as other small school have found success (SLA) using a collaborative model year round. I am excited to read that you see a turn around. We all talk about it with all our students and give students and parents the information and to tell me they are actually rising to the occasion is music to my ears.
Thanks
A Chew
5/19/11
Only half of the grade group were able to meet today. We discussed the timeline for the rest of the year; specifically about the final exams and final projects. Mr. Batkie and Ms. Lee discussed ways to collaborate next year so that the students can witness a strong connection between math and science (i.e. using the timeline). Some students who have been falling behind have started to turn around, and they have been making up missing work, especially when they see their posted grades in class.
5/12/11
The junior teachers have been asking (and urging!) the junior students to attend their prom. Some students have even asked the teachers if they are attending prom, so hopefully this means there is more interest in the event. A number of the juniors who took the AP Physics test seemed to feel that they performed decently.
5/4/11
That is great and positive news, that renewed interest has suddenly happened. I think they know college applications loom in the near future and the grades are necessary for a decent transcript. Hannah will have an assembly tomorrow with them maybe we can share the insight. I would love to see greater interest in their junior prom.
Thanks
A Chew
4/14/11
Completed and reviewed CSAP Tier II Student observation forms. Identified truant students who need to be addressed. Positive news: some students have shown renewed interest in classwork/homework--let's keep that positive energy going. Some chronically failing students beginning to show concern about passing for the year. Students are enriching vocabulary in preparation for the SAT; many have shown interest in studying for the exam.
Thank you 11th grade team for a successful first week of PSSA testing. Our students seemed comfortable with the test, especially the math, so how do we interpret that? I'm going to believe in them and that they did well, or did the very best they could. I can honestly say you prepared them well. We skip a week then on to writing and science.
Chew
3/10/11
In Algebra II class, the PSSA bootcamp has ended and the next couple days will be spent on going over the essential Algebraic concepts; Ms. Lee agrees that Algebra is the weakest area among the students. The math workshops are ending this week, but the students still have an opportunity to go to Ms. Lee for any questions or more practice. Mr. Alvarez is reinforcing poetry concepts because that is the weakest area for the students.
The junior team went over the PSSA Administrator Manuals to make sure everyone was informed and prepared for the PSSA's next week...
WE ARE READY!
3/7/11
YES I SAW THE LONG LIST OF STUDENT NAMES THAT WILL BE A PART OF YOUR MEETING. LET ME KNOW IF THERE IS ANY FOLLOW UP FROM ME THAT CAN SUPPORT THAT MEETING. THANK YOU FOR WORKING HARD AND CREATIVELY WITH STUDENTS TO GET THE BEST PSSA PERFORMANCE POSSIBLE.
CHEW
3/3/11
Generated list of students with absence issues to speak to Tuesday (3/8/11). Need to communicate vital importance of PSSA. Discuss possible positive motivations for attendance and effort during test. Discussed ways to stave off boredom post-test while staying within testing procedures. PSSA boot camp by Ms. Lee, this week and next - intensified practice for PSSA including open-ended constructed response items and multiple choice packets. Achieve 3000 activities are in place and utilized by English classes.
HI ALL..YES COUNTDOWN TO PSSA...AS YOU CAN SEE ON THE HS PERFORMANCE TARGET SHEET THAT I GAVE OUT YESTERDAY THAT AT THE FEBRUARY REVIEW, WE ARE ALMOST EXACTLY WHERE WE WERE LAST YEAR ON THE PREDICTIVES. DOES THIS HAVE MEANING? I HOPE SO BECAUSE THEN WE MAY AT LEAST SCORE SOMEWHERE IN THE BASELINE RANGE AND MAYBE EVEN OUR TARGET RANGE.:) I KNOW, SEE AND APPRECIATE THE EFFORTS OF ALL INVOLVED IN THE PREP SESSIONS, ONE ON ONES, AND GENERAL COUNTDOWN TO THE TEST. THE WEATHER WAS NOT ON OUR SIDE IN TERMS OF DAYS TO FULLY INSTRUCT AND PREPARE AND CLEARLY THAT IS NO FAULT OF ANYONE. I KNOW THAT THE THINGS WE ORDERED FOR THE RALLY ARE IN AND THE BREAKFAST IS BEING PLANNED. CONTINUE WITH YOUR EFFORTS AND SUPPORTS! THANK YOU FOR YOUR ATTENDANCE LEE AND ALVEREZ BECAUSE YOU HAVE BEEN HERE DELIVERING THE CONTENT AND I KNOW THAT!! ON OUR MARCH 2ND PD DAY KIANA WILL DO A TRAINING FOR ALL THE PROCTORS OF THE EXAM AND WE WILL DISCUSS LOGISTICS ETC. THE ROOFTOP PARTY... WE NEED TO ANNOUNCE THAT SOON AS AN INCENTIVE TO DO WELL...GREAT IDEA!
THANKS FOR ALL
2/17/11
In the last few weeks leading up to the PSSA, discussed the value of increasing Study Island and Achieve 3000 assignments. To make student buy-in less superfluous, Ms. Lee has offered a pizza party and will pull out those who scored less than 50% on predictives for one-on-ones. Ms. Byrne, Mr. Alvarez's student teacher, will also assist with one-on-one tutoring during class. PSSA tutoring in Math and Reading continues until March 10th. Discussed the merits of Temple University as compared to Penn. Made copies of readings for ELL students. PSSA breakfast before first day of testing, rooftop party after.
2/3/11
We opened up the Powerpoint presentation of the PSSA and went through it together on the projector. We noted the dates of the test as well as
the eligible content of the test. We discussed students who are ELL students. We discussed the progress of the juniors. We are continuing to push the students to come to workshops for English and Math. We noticed that a majority of the students who are attending the workshops are students who do not necessarily need it. We are going to re-focus the students who are not attending by reminding them of their agreement to attend.
1/20/11
Have Dr. Bailey visit 11th grade English classes for PSSA motivation.
Discussed lack of student motivation in general in face of serious assignments worth large percentages of quarter grade. SEVERAL parent calls were made.
Discussed progress of individual students that are in CSAP process.
Implement sign-in and agenda forwarding to Mr. Weaver as per CSAP audit.
How do we motivate the class as a whole group? Concerns about bargaining for grades; they need to just do the work.
I AGREE THEY JUST NEED TO DO THE WORK. THE HW PASSES WERE FOR ATTENDANCE INCENTIVES
Hi All, as you know the PSSA countdown has started:) I saw that English had a great after school turnout Monday. Please keep it going and if students who need to attend are not attending in Eng. or Math give me names ASAP because I will express to both student and parent that this support (attendance) is mandatory preparation. Our CSAP audit is upon us in a few weeks.. make sure you get names/forms to Jamie Weaver ASAP. Thank you Chew 1/11/11
01/13/11
All CSAP meetings were completed earlier this week (Attendance, 1st Period Attendance, Lack of Motivation, Failing Athletes). The students who were assigned daily reports have been getting them signed by their teachers. We have noticed that some students have shown improvement in their weak areas: L.F. came to school on time today (usually comes in during 3rd period), C.Y. has not been cutting and showing improvement in class, S.B. has been showing improvement in her classes, I.F. is better with attendance but still highly unmotivated. Based on the behavior of the class in general, the team has noticed that off-task behavior has increased after the winter break. We discussed possible solutions to help motivate the students in class through: peer tutoring/mentoring, group work, administer more frequent quizzes, and encourage study groups.
12/23/10
- generated list of failing students, discussed general progress in our classes
- grouped students by categories: failing because of general absence, failing because of lack of motivation, failing students who play sports, and failing because of lateness/missed first period
- discussed 11th grade student undergoing IEP creation process - must stay abreast of process and meet their needs
- set meetings for above mentioned groups Tuesday and Wednesday of first week back (Jan. 4th and 5th). Two groups per day, 6th period.
12/09/10
-Discussed the importance of sports eligibility for certain juniors (based on their current grades). We are planning to be in contact with the coaches about certain students.
-PSSA Math workshops are underway. Students have been attending them.
-One-on-one's with Ms. Lee are almost complete. Each student has an individual plan of how often they are planning to attend the workshops. Excellent, the planning and support for PSSA math is great. Can you give me feedback on how the English PSSA Monday support is going? Have we held one-on-one's? We have to consider the predictive English score was significantly lower/weaker than Math. Have a great winter break everyone.
12/02/2010
We discussed a possible IEP for a student in our classes with a below basic reading level.
Discussed ELL students and possible strategies to help our ELL students achieve better scores for the PSSA
and possible strategies that can be used cross-discipline
Successful parent conferences See Tim about anything pertaining to IEP special education etc. If you need ELL support put a note in the mailbox of Ms. Patty Rhen she is our school ELL support who comes to us twice a week. She will gladly offer strategies. I have already given her the names of B and BB ELL students from the predictives.
Thank you,
A Chew
Thank you for beginning the PSSA prep sessions and one on ones. I have given our ELL teacher the names of exited ELL students who scored B and BB on the predictive. She will be connecting with those students as well to offer support.
Great!
Chew
11/18/10
Students who are at a basic or below basic level on the first predictive test will have one-on-ones with the English and/or math teachers to discuss how they can improve on the next predictive test and the PSSA.
We discussed how we can mandate tutoring for the students who are basic or below basic during advisory one or two days a week. These tutoring sessions will act similar to PSSA workshops (depending on which subject(s) they need help). PSSA workshops and mandated tutoring for PSSA. As of now, the PSSA Math workshops will be held Monday through Thursday from 3:15 to 4:15 (split between the math department). PSSA English workshops will be held on Mondays after school. PSSA Workshops are planned to begin on Monday, November 29th.
11/9/10
Benchmark data is now available on school net as well.
Dr. Chew
10/29/10
Thank you for posting your agendas/discussions. Next, please begin to look at the predictive results in Eng and Math. I have already identified students that scored poorly on Predictive Benchmarks for PSSA, ELA Basic: H. Chow, B. Griffin, X. Hobson, R. Hin, M. Ing, K. Jackson, T. Johnson, T. Lam, C. Long, A. Mendez, A. Nuguyen, T. Nguyen, T. Romero and Below Basic: B. Cann, S. Diarra, A. Frazier, S. Martin, O. Rogers
Math Basic: S. Colburn, S. Diarra, D. Holland, T. Mills, and BB: S. Brown, I. Feliciano, M. Gurecio, T. Johnson, L. Donovan, B. Slaffey.
Please the 11th grade team across all subjects must understand this data and provide supports, interventions, instruction to move these students to proficient ranges where possible. At your next meeting call and remind me and I will come and personally show you if you need, how to access the data, where you can see correlations between attendance and performance, and if there are still ELL needs that can be supported by our ELL person who comes once a week. Many have been exited from programs but maybe we can find answers to how to support esp in ELA where more are scoring B and Below B. We need to share the data on their performance with students so those who are careless and or don't perform well can be identified and coached into performing well.. Most students want to do well. With these students esp it is time to have one-on-ones (thanks Lee) and devise individual plans to move them into proficient range.
Yes the same focus can apply for AP students as you have listed below.
Thanks
Dr. Chew
10/27/10
Cross-curricular activities
How to teach better study habits (especially for A.P. courses)
On-line flash word cards, textbook websites, how to correctly write an outline, how to gather meaning form material
set aside specific study time, create study groups
10/21/10 meeting
Curriculum timeline update.
- Eng - class debate: tragic hero?
- Math - systems of (linear) equations, parametrics soon, create matrices chart
Whole team CSAP interventions
-Identified students (list) failing students, chronically absent - 9 students
-cite/discuss reasons
-submit csap forms to counseling dept
Red flags and responses
- average drops below 72: find 1-on-1 time w/ student, quick check in. make them say what they can do, how they/we will know things are changing/improving
- below 65 in two classes: grade group team intervention; student meets with all teachers
GRADE GROUP ESSENTIAL DISCUSSION/QUESTIONS
Dr. Pedro Nogurea discusses technical versus adaptive work. Technical work is the routine sensible things we do in schools on a daily basis. Adaptive work has substance, meaning and purpose. It is about the culture we create in changing our environment. Adaptive work is done proactively and is based on reflection. In schools we must achieve a balance between technical vs. adaptive work. With this in mind, use the following questions to determine what we want to be and what does it take to educate the children you serve?
Key Adaptive Questions:
How do children/young adults learn?
Students will learn when they have their basic needs met, when they are positively motivated by their teachers and parents, when the class material is related to their real world situations, when they are taught to ask questions and think critically.
How do/will they use literacy and math in a global environment?
Students will use literacy in math for decision making skills, integrate new information effectively on the job, by using technology to communicate with others. Using charts to graph/show the data for specific subject content.
What are your students interested in? How do we find out?
Student questionnaire, go to student sporting events and extra curricular activities, go to lunch room, build rapport with students.
How are we going to use this information to develop our programs and instructional strategies?
Relate hobbies/interest to content, use student names for class examples,
What challenges do students and their parents face?
Poverty, new immigrants, language/cultural barriers/tension, long commutes, long work hours, variable preparation for middle school, neighborhood violence.
What are their needs that may impact learning?
School materials, counseling, health (good nutrition, enough sleep), life skills, quite time and (safe) space for studying, parent participation, motivation (parent/teacher/coach/neighbor), stability in home.
What are their dreams and aspirations? How do we find out?
Speak to students, create rapport with student, figure out carer goal/educational goal. Suggest colleges, majors/minors/trades.
If knowledge is power how do we make it relevant?
Create situations where students must use knowledge to solve a problem (decision making), give higher order thinking questions, show them how knowledge can give you more opportunities in life (guest speakers who come from their area).
What does the data tell you about your students?
Data can inform teachers on attendance (absences/lateness), issues in specific classes, gifted students, students with IUP's, and the data can break down students by multiple categories and show achievements.
How should students take control over their learning?
Students should learn time management skills early on, responsibility when missing work or absent (do not rely on teacher to tell you this), choosing the best partners for class (not your friends), not feeling entitled to A's because of completion of work, follow all directions, heed deadlines, express interest in creating their own topics for exploration for specific subjects.
How do we talk to our students?
Meet and greet at door (before and after class), be on their level without being their "friend" (ex: sit on stool when speaking to them directly), ask questions rather than assume their problems, do not assume the worst.
How do we talk to their parents?
Be positive, do not be confrontational, assume parents are doing the best and want the best for their child, keep close contact when necessary, call about positives as well as negatives.
How are we going to better connect to our community?
Update school website frequently, teachers keep up to date records of grades and contacts/reports, call home about student (positives) and events, invite parents into classroom, send out school calender.
The grade group discussed the students who were performing well in their classes and students who are chronically late/absent (two students have medical issues, one student has a history of being absent). Ms. Tuff and Mr. Alvarez considered the idea of assigning a dual paper that would stem across both subjects.
The grade group briefly discussed the proposed idea of class sponsorship distributed to grade groups, and we came to the conclusion that the 11th grade and 12th grade team would hold not only a lot of planning responsibility, but financial responsibility as well (i.e. prom) compared to the 9th and 10th grade groups.
9/8/2011
Discussed expectations and acceptable behavior for the year. Anticipating needs that need to be addressed with students. Took steps towards unifying grade group focus (writing/assessments/differentiated learning).
5/24/11
Well Ms. Lee did Mr. Batkie share his good news? I am so happy to read that you want to make the math and science connection via collaboration..I really would like to see this happen as other small school have found success (SLA) using a collaborative model year round. I am excited to read that you see a turn around. We all talk about it with all our students and give students and parents the information and to tell me they are actually rising to the occasion is music to my ears.
Thanks
A Chew
5/19/11
Only half of the grade group were able to meet today. We discussed the timeline for the rest of the year; specifically about the final exams and final projects. Mr. Batkie and Ms. Lee discussed ways to collaborate next year so that the students can witness a strong connection between math and science (i.e. using the timeline). Some students who have been falling behind have started to turn around, and they have been making up missing work, especially when they see their posted grades in class.
5/12/11
The junior teachers have been asking (and urging!) the junior students to attend their prom. Some students have even asked the teachers if they are attending prom, so hopefully this means there is more interest in the event. A number of the juniors who took the AP Physics test seemed to feel that they performed decently.
5/4/11
That is great and positive news, that renewed interest has suddenly happened. I think they know college applications loom in the near future and the grades are necessary for a decent transcript. Hannah will have an assembly tomorrow with them maybe we can share the insight. I would love to see greater interest in their junior prom.
Thanks
A Chew
4/14/11
Completed and reviewed CSAP Tier II Student observation forms. Identified truant students who need to be addressed. Positive news: some students have shown renewed interest in classwork/homework--let's keep that positive energy going. Some chronically failing students beginning to show concern about passing for the year. Students are enriching vocabulary in preparation for the SAT; many have shown interest in studying for the exam.
Thank you 11th grade team for a successful first week of PSSA testing. Our students seemed comfortable with the test, especially the math, so how do we interpret that? I'm going to believe in them and that they did well, or did the very best they could. I can honestly say you prepared them well. We skip a week then on to writing and science.
Chew
3/10/11
In Algebra II class, the PSSA bootcamp has ended and the next couple days will be spent on going over the essential Algebraic concepts; Ms. Lee agrees that Algebra is the weakest area among the students. The math workshops are ending this week, but the students still have an opportunity to go to Ms. Lee for any questions or more practice. Mr. Alvarez is reinforcing poetry concepts because that is the weakest area for the students.
The junior team went over the PSSA Administrator Manuals to make sure everyone was informed and prepared for the PSSA's next week...
WE ARE READY!
3/7/11
YES I SAW THE LONG LIST OF STUDENT NAMES THAT WILL BE A PART OF YOUR MEETING. LET ME KNOW IF THERE IS ANY FOLLOW UP FROM ME THAT CAN SUPPORT THAT MEETING. THANK YOU FOR WORKING HARD AND CREATIVELY WITH STUDENTS TO GET THE BEST PSSA PERFORMANCE POSSIBLE.
CHEW
3/3/11
Generated list of students with absence issues to speak to Tuesday (3/8/11). Need to communicate vital importance of PSSA. Discuss possible positive motivations for attendance and effort during test. Discussed ways to stave off boredom post-test while staying within testing procedures. PSSA boot camp by Ms. Lee, this week and next - intensified practice for PSSA including open-ended constructed response items and multiple choice packets. Achieve 3000 activities are in place and utilized by English classes.
HI ALL..YES COUNTDOWN TO PSSA...AS YOU CAN SEE ON THE HS PERFORMANCE TARGET SHEET THAT I GAVE OUT YESTERDAY THAT AT THE FEBRUARY REVIEW, WE ARE ALMOST EXACTLY WHERE WE WERE LAST YEAR ON THE PREDICTIVES. DOES THIS HAVE MEANING? I HOPE SO BECAUSE THEN WE MAY AT LEAST SCORE SOMEWHERE IN THE BASELINE RANGE AND MAYBE EVEN OUR TARGET RANGE.:) I KNOW, SEE AND APPRECIATE THE EFFORTS OF ALL INVOLVED IN THE PREP SESSIONS, ONE ON ONES, AND GENERAL COUNTDOWN TO THE TEST. THE WEATHER WAS NOT ON OUR SIDE IN TERMS OF DAYS TO FULLY INSTRUCT AND PREPARE AND CLEARLY THAT IS NO FAULT OF ANYONE. I KNOW THAT THE THINGS WE ORDERED FOR THE RALLY ARE IN AND THE BREAKFAST IS BEING PLANNED. CONTINUE WITH YOUR EFFORTS AND SUPPORTS! THANK YOU FOR YOUR ATTENDANCE LEE AND ALVEREZ BECAUSE YOU HAVE BEEN HERE DELIVERING THE CONTENT AND I KNOW THAT!! ON OUR MARCH 2ND PD DAY KIANA WILL DO A TRAINING FOR ALL THE PROCTORS OF THE EXAM AND WE WILL DISCUSS LOGISTICS ETC. THE ROOFTOP PARTY... WE NEED TO ANNOUNCE THAT SOON AS AN INCENTIVE TO DO WELL...GREAT IDEA!
THANKS FOR ALL
2/17/11
In the last few weeks leading up to the PSSA, discussed the value of increasing Study Island and Achieve 3000 assignments. To make student buy-in less superfluous, Ms. Lee has offered a pizza party and will pull out those who scored less than 50% on predictives for one-on-ones. Ms. Byrne, Mr. Alvarez's student teacher, will also assist with one-on-one tutoring during class. PSSA tutoring in Math and Reading continues until March 10th. Discussed the merits of Temple University as compared to Penn. Made copies of readings for ELL students. PSSA breakfast before first day of testing, rooftop party after.
2/3/11
We opened up the Powerpoint presentation of the PSSA and went through it together on the projector. We noted the dates of the test as well as
the eligible content of the test. We discussed students who are ELL students. We discussed the progress of the juniors. We are continuing to push the students to come to workshops for English and Math. We noticed that a majority of the students who are attending the workshops are students who do not necessarily need it. We are going to re-focus the students who are not attending by reminding them of their agreement to attend.
1/20/11
Have Dr. Bailey visit 11th grade English classes for PSSA motivation.
Discussed lack of student motivation in general in face of serious assignments worth large percentages of quarter grade. SEVERAL parent calls were made.
Discussed progress of individual students that are in CSAP process.
Implement sign-in and agenda forwarding to Mr. Weaver as per CSAP audit.
How do we motivate the class as a whole group? Concerns about bargaining for grades; they need to just do the work.
I AGREE THEY JUST NEED TO DO THE WORK. THE HW PASSES WERE FOR ATTENDANCE INCENTIVES
Hi All, as you know the PSSA countdown has started:) I saw that English had a great after school turnout Monday. Please keep it going and if students who need to attend are not attending in Eng. or Math give me names ASAP because I will express to both student and parent that this support (attendance) is mandatory preparation. Our CSAP audit is upon us in a few weeks.. make sure you get names/forms to Jamie Weaver ASAP.
Thank you
Chew
1/11/11
01/13/11
All CSAP meetings were completed earlier this week (Attendance, 1st Period Attendance, Lack of Motivation, Failing Athletes). The students who were assigned daily reports have been getting them signed by their teachers. We have noticed that some students have shown improvement in their weak areas: L.F. came to school on time today (usually comes in during 3rd period), C.Y. has not been cutting and showing improvement in class, S.B. has been showing improvement in her classes, I.F. is better with attendance but still highly unmotivated. Based on the behavior of the class in general, the team has noticed that off-task behavior has increased after the winter break. We discussed possible solutions to help motivate the students in class through: peer tutoring/mentoring, group work, administer more frequent quizzes, and encourage study groups.
12/23/10
- generated list of failing students, discussed general progress in our classes
- grouped students by categories: failing because of general absence, failing because of lack of motivation, failing students who play sports, and failing because of lateness/missed first period
- discussed 11th grade student undergoing IEP creation process - must stay abreast of process and meet their needs
- set meetings for above mentioned groups Tuesday and Wednesday of first week back (Jan. 4th and 5th). Two groups per day, 6th period.
12/09/10
-Discussed the importance of sports eligibility for certain juniors (based on their current grades). We are planning to be in contact with the coaches about certain students.
-PSSA Math workshops are underway. Students have been attending them.
-One-on-one's with Ms. Lee are almost complete. Each student has an individual plan of how often they are planning to attend the workshops.
Excellent, the planning and support for PSSA math is great. Can you give me feedback on how the English PSSA Monday support is going? Have we held one-on-one's? We have to consider the predictive English score was significantly lower/weaker than Math. Have a great winter break everyone.
12/02/2010
We discussed a possible IEP for a student in our classes with a below basic reading level.
Discussed ELL students and possible strategies to help our ELL students achieve better scores for the PSSA
and possible strategies that can be used cross-discipline
Successful parent conferences
See Tim about anything pertaining to IEP special education etc. If you need ELL support put a note in the mailbox of Ms. Patty Rhen she is our school ELL support who comes to us twice a week. She will gladly offer strategies. I have already given her the names of B and BB ELL students from the predictives.
Thank you,
A Chew
Thank you for beginning the PSSA prep sessions and one on ones. I have given our ELL teacher the names of exited ELL students who scored B and BB on the predictive. She will be connecting with those students as well to offer support.
Great!
Chew
11/18/10
Students who are at a basic or below basic level on the first predictive test will have one-on-ones with the English and/or math teachers to discuss how they can improve on the next predictive test and the PSSA.
We discussed how we can mandate tutoring for the students who are basic or below basic during advisory one or two days a week. These tutoring sessions will act similar to PSSA workshops (depending on which subject(s) they need help). PSSA workshops and mandated tutoring for PSSA. As of now, the PSSA Math workshops will be held Monday through Thursday from 3:15 to 4:15 (split between the math department). PSSA English workshops will be held on Mondays after school. PSSA Workshops are planned to begin on Monday, November 29th.
11/9/10
Benchmark data is now available on school net as well.
Dr. Chew
10/29/10
Thank you for posting your agendas/discussions. Next, please begin to look at the predictive results in Eng and Math. I have already identified students that scored poorly on Predictive Benchmarks for PSSA, ELA Basic: H. Chow, B. Griffin, X. Hobson, R. Hin, M. Ing, K. Jackson, T. Johnson, T. Lam, C. Long, A. Mendez, A. Nuguyen, T. Nguyen, T. Romero and Below Basic: B. Cann, S. Diarra, A. Frazier, S. Martin, O. Rogers
Math Basic: S. Colburn, S. Diarra, D. Holland, T. Mills, and BB: S. Brown, I. Feliciano, M. Gurecio, T. Johnson, L. Donovan, B. Slaffey.
Please the 11th grade team across all subjects must understand this data and provide supports, interventions, instruction to move these students to proficient ranges where possible. At your next meeting call and remind me and I will come and personally show you if you need, how to access the data, where you can see correlations between attendance and performance, and if there are still ELL needs that can be supported by our ELL person who comes once a week. Many have been exited from programs but maybe we can find answers to how to support esp in ELA where more are scoring B and Below B. We need to share the data on their performance with students so those who are careless and or don't perform well can be identified and coached into performing well.. Most students want to do well. With these students esp it is time to have one-on-ones (thanks Lee) and devise individual plans to move them into proficient range.
Yes the same focus can apply for AP students as you have listed below.
Thanks
Dr. Chew
10/27/10
Cross-curricular activities
How to teach better study habits (especially for A.P. courses)
On-line flash word cards, textbook websites, how to correctly write an outline, how to gather meaning form material
set aside specific study time, create study groups
10/21/10 meeting
Curriculum timeline update.
- Eng - class debate: tragic hero?
- Math - systems of (linear) equations, parametrics soon, create matrices chart
Whole team CSAP interventions
-Identified students (list) failing students, chronically absent - 9 students
-cite/discuss reasons
-submit csap forms to counseling dept
Red flags and responses
- average drops below 72: find 1-on-1 time w/ student, quick check in. make them say what they can do, how they/we will know things are changing/improving
- below 65 in two classes: grade group team intervention; student meets with all teachers
GRADE GROUP
ESSENTIAL DISCUSSION/QUESTIONS
Dr. Pedro Nogurea discusses technical versus adaptive work. Technical work is the routine sensible things we do in schools on a daily basis. Adaptive work has substance, meaning and purpose. It is about the culture we create in changing our environment. Adaptive work is done proactively and is based on reflection. In schools we must achieve a balance between technical vs. adaptive work. With this in mind, use the following questions to determine what we want to be and what does it take to educate the children you serve?
Key Adaptive Questions:
How do children/young adults learn?
Students will learn when they have their basic needs met, when they are positively motivated by their teachers and parents, when the class material is related to their real world situations, when they are taught to ask questions and think critically.
How do/will they use literacy and math in a global environment?
Students will use literacy in math for decision making skills, integrate new information effectively on the job, by using technology to communicate with others. Using charts to graph/show the data for specific subject content.
What are your students interested in? How do we find out?
Student questionnaire, go to student sporting events and extra curricular activities, go to lunch room, build rapport with students.
How are we going to use this information to develop our programs and instructional strategies?
Relate hobbies/interest to content, use student names for class examples,
What challenges do students and their parents face?
Poverty, new immigrants, language/cultural barriers/tension, long commutes, long work hours, variable preparation for middle school, neighborhood violence.
What are their needs that may impact learning?
School materials, counseling, health (good nutrition, enough sleep), life skills, quite time and (safe) space for studying, parent participation, motivation (parent/teacher/coach/neighbor), stability in home.
What are their dreams and aspirations? How do we find out?
Speak to students, create rapport with student, figure out carer goal/educational goal. Suggest colleges, majors/minors/trades.
If knowledge is power how do we make it relevant?
Create situations where students must use knowledge to solve a problem (decision making), give higher order thinking questions, show them how knowledge can give you more opportunities in life (guest speakers who come from their area).
What does the data tell you about your students?
Data can inform teachers on attendance (absences/lateness), issues in specific classes, gifted students, students with IUP's, and the data can break down students by multiple categories and show achievements.
How should students take control over their learning?
Students should learn time management skills early on, responsibility when missing work or absent (do not rely on teacher to tell you this), choosing the best partners for class (not your friends), not feeling entitled to A's because of completion of work, follow all directions, heed deadlines, express interest in creating their own topics for exploration for specific subjects.
How do we talk to our students?
Meet and greet at door (before and after class), be on their level without being their "friend" (ex: sit on stool when speaking to them directly), ask questions rather than assume their problems, do not assume the worst.
How do we talk to their parents?
Be positive, do not be confrontational, assume parents are doing the best and want the best for their child, keep close contact when necessary, call about positives as well as negatives.
How are we going to better connect to our community?
Update school website frequently, teachers keep up to date records of grades and contacts/reports, call home about student (positives) and events, invite parents into classroom, send out school calender.